competency based
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2022 ◽  
Vol 22 (2) ◽  
pp. 1-27
Rina P. Y. Lai

Computational Thinking (CT ), entailing both domain-general and domain-specific skills, is a competency fundamental to computing education and beyond. However, as a cross-domain competency, appropriate assessment design and method remain equivocal. Indeed, the majority of the existing assessments have a predominant focus on measuring programming proficiency and neglecting other contexts in which CT can also be manifested. To broaden the promotion and practice of CT, it is necessary to integrate diverse problem types and item formats using a competency-based assessment method to measure CT. Taking a psychometric approach, this article evaluates a novel computer-based assessment of CT competency, Computational Thinking Challenge. The assessment was administered to 119 British upper secondary school students ( M = 16.11; SD = 1.19) with a range of prior programming experiences. Results from several reliability analyses, a convergent validity analysis, and a Rasch analysis, provided evidence to support the quality of the assessment. Taken together, the study demonstrated the feasibility to expand from traditional assessment methods to integrating multiple contexts, problem types, and item formats in measuring CT competency in a comprehensive manner.

2022 ◽  
Vol 8 (3) ◽  
pp. 76-82
Thomas V Chacko

The new competency based medical education represents a paradigm shift from a teacher centered to a student centered learning of outcome competencies paradigm and so both the students and the teachers are unfamiliar with it. Giving and receiving feedback is central to the competency development framework. Only through frequent, timely and appropriate feedback there will be effective development of cognitive competence in its lead up to performance of competence. These concepts are illustrated to convey the importance of giving feedback to students. As the teachers are expected to practice giving feedback to students, they were opportunistically asked prior to a faculty development workshop what their priority learning needs about giving feedback are. Based on this a focused review of literature was done to collect the information on the various models of giving feedback, the principles for giving feedback, the possible situations in curriculum delivery where teachers can and should give feedback to students.The literature revealed some good practice models for giving feedback to the naïve as well as the mature students in ambulatory and clinical teaching settings as well as on their performance as revealed by their test results. Models of counseling which has strong element of feedback on the learner’s performance and helping them choose the way forward after identifying the problem is also shared.

2022 ◽  
Vol 134 (2) ◽  
pp. e6-e6 ◽  
Jillian A. DiBiase ◽  
Heather A. Ballard

2022 ◽  
Vol 13 (1) ◽  
pp. 40-48
Sharmin Jahan ◽  
MS Flora

Medical education aims to produce competent medical professionals and gives emphasis on competency-based learning in Bangladesh. Medical ethics and professionalism are considered as a core competency. A competent physician can ensure patient-centered health care system. This was an effort to obtain data regarding the knowledge of recent medical graduates and the opinion of medical educational stakeholders and teachers about medical ethics and professionalism at undergraduate medical education in Bangladesh. This mixed-method study was conducted in two rounds. The Round I was conducted from January 2018 to June 2019 for assessing the knowledge of 308 recent medical graduates towards medical ethics and professionalism. In Round II, key informant interviews were conducted among 30 medical educational stakeholders and teachers from July 2020 to December 2020. Data were collected by pre-tested self administered semi-structured questionnaire and interview guidelines. The percentages of recent medical graduates who could give correct answers regarding autonomy, justice, presenting a subject to visual social media, breaching of confidentiality, organ donation and medical certificate were 19.8%, 54.9%, 73.1%, 37.3%, 91.6% and 74.4% respectively. Most of the medical educational stakeholders and teachers (80%) expressed their opinion related to curriculum. They also suggested for practicing ethics (20.0%) and training (20.0%). A gap was observed in the knowledge regarding medical ethics and professionalism of recent medical graduates. To improve practice of ethics and professionalism, enhancement of the knowledge by incorporating “medical ethics and professionalism” in curriculum might be considered. A separate compulsory module for training on medical ethics and professionalism can be added at pre-internship period for the recent medical graduates. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 40-48

2022 ◽  
Vol 40 (S1) ◽  

In today’ s times, while measuring an organization’s performance in terms of best results, productivity, and profits, more and more is referred not to the material resources, but to the human resources and their competencies in terms of knowledge, skills and attitudes. Human resource management system is a process of making people and organizations to come together so that the objectives of each other are met with a win-win approach. Competency is an underlying feature of an individual which enables him/her to deliver superior performance in a given job, role or any situation. Competency mapping is one of the prominent human resource management initiative to identify the knowledge, skills and attributes required to perform a job effectively and efficiently in best possible manner. At present, development of competencies has become one of the key priorities of the organizations. It is also important to realize the factors responsible for enhancement of the competencies to ensure high performance of the employees. This calls for the Human resource management to initiate for competency mapping and identifying the skills affecting the employee’s performance at workplace. Now a days, most of the organizations are utilizing the competency mapping as a tool to identify high performers.  The present study focuses on identifying the competencies for Disaster management professionals that enhances their performance in the management of disasters. The study describes the main goal of conducting competency mapping and how it influences the performance of the disaster management professionals. The overall objective of the study is to explore the factors which ensure high performance of the disaster management professionals.  The study validates that competency-based management and related HR practices are gaining momentum in the field of Disaster Management sector in the context of performance management of the disaster management professionals.

2022 ◽  
Ndidi I. Unaka ◽  
Ariel Winn ◽  
Adiaha Spinks-Franklin ◽  
Patricia Poitevien ◽  
Franklin Trimm ◽  

Racism and discrimination are the root of many pediatric health inequities and are well described in the literature. Despite the pervasiveness of pediatric health inequities, we have failed to adequately educate and prepare general pediatricians and pediatric subspecialists to address them. Deficiencies within education across the entire continuum and in our health care systems as a whole contribute to health inequities in unacceptable ways. To address these deficiencies, the field of pediatrics, along with other specialties, has been on a journey toward a more competency-based approach to education and assessment, and the framework created for the future is built on entrustable professional activities (EPAs). Competency-based medical education is one approach to addressing the deficiencies within graduate medical education and across the continuum by allowing educators to focus on the desired equitable patient outcomes and then develop an approach to teaching and assessing the tasks, knowledge, skills, and attitudes needed to achieve the goal of optimal, equitable patient care. To that end, we describe the development and content of a revised EPA entitled: Use of Population Health Strategies and Quality Improvement Methods to Promote Health and Address Racism, Discrimination, and Other Contributors to Inequities Among Pediatric Populations. We also highlight the ways in which this EPA can be used to inform curricula, assessments, professional development, organizational systems, and culture change.

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Sara Bonesso ◽  
Fabrizio Gerli ◽  
Elena Bruni

PurposeAnalytics technologies are profoundly changing the way in which organizations generate economic and social value from data. Consequently, the professional roles of data scientists and data analysts are in high demand in the labor market. Although the technical competencies expected for these roles are well known, their behavioral competencies have not been thoroughly investigated. Drawing on the competency-based theoretical framework, this study aims to address this gap, providing evidence of the emotional, social and cognitive competencies that data scientists and data analysts most frequently demonstrate when they effectively perform their jobs, and identifying those competencies that distinguish them.Design/methodology/approachThis study is exploratory in nature and adopts the competency-based methodology through the analysis of in-depth behavioral event interviews collected from a sample of 24 Italian data scientists and data analysts.FindingsThe findings empirically enrich the extant literature on the intangible dimensions of human capital that are relevant in analytics roles. Specifically, the results show that, in comparison to data analysts, data scientists more frequently use certain competencies related to self-awareness, teamwork, networking, flexibility, system thinking and lateral thinking.Research limitations/implicationsThe study was conducted in a small sample and in a specific geographical area, and this may reduce the analytic generalizability of the findings.Practical implicationsThe skills shortages that characterize these roles need to be addressed in a way that also considers the intangible dimensions of human capital. Educational institutions can design better curricula for entry-level data scientists and analysts who encompass the development of behavioral competencies. Organizations can effectively orient the recruitment and the training processes toward the most relevant competencies for those analytics roles.Originality/valueThis exploratory study advances our understanding of the competencies required by professionals who mostly contribute to the performance of data science teams. This article proposes a competency framework that can be adopted to assess a broader portfolio of the behaviors of big data professionals.

2022 ◽  
Vol 9 (1) ◽  
Charlotte Ann Brenner

AbstractSelf-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.

2022 ◽  
Vol 4 (3) ◽  
pp. 132-146
Michelle Yeo ◽  
Mark Lafave

In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.

BMC Nursing ◽  
2022 ◽  
Vol 21 (1) ◽  
Shourangiz Beiranvand ◽  
Sima Mohammad Khan Kermanshahi ◽  
Robabeh Memarian ◽  
Mohammad Almasian

Abstract Background Transition from a clinical expert nurse to a  part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a  PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. Methods A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. Results After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005). Conclusions This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

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